Presents arguments by Robert Lowe and Matthew Arnold on the 19th century British "Payment by Results" Plan, whereby schools received funds for students who passed minimal competency tests. Emphasizes that the Victorian experience produced acrimonious teachers with low morale and encourages contemporary minimal testing advocates not to…

Highlights and criticizes changes in the traditional core curriculum during the 1960s and 1970s. Points to weaknesses in the current "return to basics" trend infiltrating core curricula. Calls for a clearer definition of undergraduate curriculum goals and the adoption of guidelines in order to eliminate the formlessness of the current system. (CAM)

Reviews where we have been, where we are now, and where we ought to be going in teaching American history. Topics discussed include consensus historians, questioning of consensus interpretations, new interest in the origins of Americans, history of women, history of American labor, and development of a new social history. (Author/DB)

The author discusses three topics with which he analyzes educational history. These topics are teacher education and the role of women in education in the nineteenth century and the American educational experience abroad after the Second World War. (Author/KC)

This article traces the historical development of the Japanese nation with respect to the education, character, and spirit of its people. Changes in educational thought in the post-World War II period are discussed and indication made of the active interest in and current provisions for moral education in Japanese schools. (Author/SJL)

Investigates the founding of the social studies curriculum and suggests that researchers have tended to offer overly simplistic interpretations. Urges that researchers pay more attention to reassessing the role of historians in secondary social studies from 1890 to 1911, evaluating the broad institutional relationships of high schools and…

The development of school security forces in the 1950s is shown in historical perspective. Short-term and long-term impacts of security operations are discussed in relation to the school administration, local law enforcement agencies, and the adolescent students. Predictions are given for school security operations in the 1980s. (JN)

This review on education for the artistically gifted considers trends in student identification, curriculum, and program evaluation over the period 1924-1980. (SJL)

A review of the scientific movement in education in the early twentieth century: its origins in the scientific management and industrial efficiency theories of Frederich Taylor; its effects on administrative organization and educational research; and the reactions of its critics, who favored the child-centered school. (SJL)

Reviews policies of college officials in controlling admission of minority students (Jews, Catholics, immigrants) to selected American colleges and universities from 1900-1970. Suggests that institutions of higher education may have to justify their admission policies by submitting them to periodic public or semipublic review. (DB)

Described are three models for higher education. Model I (historical): knowledge is a commodity purchasable for so many hours of effort, exchangeable into a currency called credits; Model II (post-1960): broader, more individualized learning experiences; Model III (proposed): an egalitarian force for social change. (KC)

Conceptual, historical, and ideological issues which should be considered in designing multicultural education programs are discussed. It is suggested that mainstream and pluralistic educators should work together to resolve differences in their approaches to multicultural education. (Author/GC)

Presents an overview of textbooks on government and politics published from 1793 through the nineteenth century. History and geography textbooks were the main vehicle for civic education until 1830 when political textbooks began to be published. (Author/KC)

A review of literature about girls' schools in Germany from 1870-1914 indicates that efforts to improve girls' education were varied. By World War I, young women could attend German universities, although women were not permitted to teach in most boys' schools. The conclusion is that women were still treated as subordinates by the eve of World War…

Appraises the success of Washington State University from l944-65 in the matter of training Black sociologists. Concludes that the university was able to produce so many Black sociologists because of the efforts of Tolbert H. Kennedy--administrator and professor. (DB)